The stresses of clearing are well documented. Of the 300,000 students who received their exam results last week, those who got lower or higher grades than predicted were suddenly having to make some of the most important decisions of their life – and quickly.

Given this demand, many admissions staff newly recruited to the process had to provide guidance and support to young people making high stakes decisions at a vulnerable point in their lives. The introduction of 'adjustment' heaped on further pressure – more than 115,000 students who achieved ABB grades had the option of trading up to a more prestigious university or more competitive course.

Universities are desperate to attract the best talent and the pressure to do so is piled on to admissions staff. This year at Recourse, a charity providing practical and emotional support for further and higher education staff, we saw the highest number of calls ever related to exam results and clearing. Some callers said they felt anxious and stressed; others were suffering from depression. The overall picture that emerged was of admission teams unable to do their job properly.

For students, clearing can feel like the last chance to access the education and future they had always hoped for themselves. This can create irrational behaviour, with equally stressed parents who want the best for their children making demands and even threatening violence. Too many, admissions tutors are unprepared and unsupported in dealing with this barrage of emotion.

One admissions administrator called Recourse for support after an aggressive call. "Some parents upset with the grades their children receive can become very confrontational," she reported. "You can see a blame scenario emerging." Handling distraught students and disgruntled parents requires specialist training – unsurprising, then, that without it so many admissions staff are reporting stress.

Institutions would be able to alleviate this stress if they provided adequate safeguards for staff. This might include supervision by colleagues during tough calls or improving the availability of counselling and respite services. The opportunity to have a short call with a trained clinician can help staff to rationalise and normalise a tough call, find their own solutions and carry on with their work.

Workloads have increased and many admissions staff are working significantly longer hours than before. Another tutor called Recourse complaining that her workload had increased so rapidly and in such a changing situation that she felt unable to cope. The senior staff who could support their colleagues through these challenging circumstances are under pressure themselves.

The solution is simple: it lies in greater support for admissions staff. But this is not the sort of thing that can be done on the hoof during a few weeks in August. Institutions need to put a framework in place much earlier in the year to ensure that staff are properly looked after and given the training they need. That framework need not be rocket science: for example, limits on hours worked; ensuring proper breaks; and setting aside time to discuss problems with a line manager.

Clearing is an essential part of university admissions. It is also a significant part of a student's academic journey. Currently, staff are having to paper over the cracks in the road. It is essential that we recognise the stresses faced by admissions staff at universities and colleges in Britain, and equip them with the right skills and support they need for next year. It's not just their future that depends on it.